Digital Education Resource Archive

Banerjee, Pallavi

The home learning environment and attainment : Research report : August 2025

Regulation of higher education providers and designation for student support : We are consulting on proposals for further regulations to support the establishment of a register of tertiary education providers of higher education in Wales.

You can use these tables to convert raw scores to scaled scores for the 2025 keystage 2 (KS2) national curriculum tests.A scaled score between 100 and 120 shows the pupil has met the expectedstandard in the test. The lowest scaled score that can be awarded on a KS2 test is80. The highest score is 120.Pupils need to have a raw score of at least 3 marks to be awarded the minimumscaled score.For further information, please also refer to our guidance on understanding scaledscores at KS2.English grammar, punctuation andspellingRaw score Scaled score0-2 No scaled score3 804 805 82Guidance2025 key stage 2 scaled scoreconversion tablesPublished 8 July 2025MenuHome Education, training and skills School curriculum Primary curriculum, key stage 2 English (key stage 2)Key stage 2 tests: 2025 scaled scoresStandards& TestingAgencyContentsEnglish grammar, punctuationand spellingEnglish readingMathematics6 837 848 859 8610 8611 8712 8813 8914 8915 9016 9017 9118 9219 9220 9321 9322 9423 9424 9525 9526 9627 9628 9729 9730 9831 9832 9833 9934 9935 10036 10037 10138 10139 10240 10241 10342 10343 10444 10445 10546 10547 10648 10649 10750 10851 10852 10953 10954 11055 11156 11157 11258 11359 11460 11561 11662 11763 11864 11965 12066 12067 12068 12069 12070 120English readingRaw score Scaled score0-2 No scaled score3 804 805 826 837 848 859 8610 8711 8812 8913 8914 9015 9116 9217 9218 9319 9420 9521 9522 9623 9724 9725 9826 9927 9928 10029 10130 10131 10232 10333 10434 10435 10536 10637 10738 10839 10940 11041 11142 11243 11344 11445 11646 11747 11948 12049 12050 120MathematicsRaw score Scaled score0-2 No scaled score3 804 805 806 817 828 839 8410 8411 8512 8513 8614 8615 8716 8717 8818 8819 8920 8921 8922 9023 9024 9125 9126 9127 9228 9229 9230 9231 9332 9333 9334 9435 9436 9437 9438 9539 9540 9541 9542 9643 9644 9645 9646 9747 9748 9749 9750 9851 9852 9853 9854 9955 9956 9957 9958 10059 10060 10061 10062 10163 10164 10165 10166 10267 10268 10269 10270 10271 10372 10373 10374 10375 10476 10477 10478 10579 10580 10581 10582 10683 10684 10685 10686 10787 10788 10789 10890 10891 10892 10993 10994 10995 11096 11097 11198 11199 112100 112101 113102 113103 114104 115105 116106 117107 118108 119109 120110 120Back to topHelp us improve GOV.UKTo help us improve GOV.UK, we’d like to know more about yourvisit today. Please fill in this survey (opens in a new tab).Services and informationBenefitsBirths, death, marriages and careBusiness and self-employedChildcare and parentingCitizenship and living in the UKCrime, justice and the lawDisabled peopleDriving and transportEducation and learningEmploying peopleEnvironment and countrysideHousing and local servicesMoney and taxPassports, travel and living abroadVisas and immigrationWorking, jobs and pensionsGovernment activityDepartmentsNewsGuidance and regulationResearch and statisticsPolicy papers and consultationsTransparencyHow government worksGet involvedHelp  Privacy  Cookies  Accessibility statement  Contact  Terms and conditionsRhestr o Wasanaethau Cymraeg  Government Digital Service All content is available under the Open Government Licence v3.0, except where otherwise stated© Crown copyright

2025 key stage 2 scaled score conversion tables : Published 8 July 2025

Foster, David

Early years funding in England

Hancock, Susannah

Delivering The Best for Girls in Custody : 'There is no more urgent mission than these girls' : March 2025

Parent, pupil and learner voice : June 2025 : Updated 27 November 2025

 Progress 8 and Attainment 8 –  an explanation  of the proposed improved model   November 2025 2 Table of contents  Progress 8 and Attainment 8 3 Introduction 3 Slot 1 – English 3 Slot 2 – Maths 4 Slots 3 and 4 – Science 4 Slots 5 and 6 – Breadth 4 Slots 7 and 8 – Breadth 5 Worked examples 6 Qualifications included in improved Progress 8 and Attainment 8 8   3 Progress 8 and Attainment 8  Introduction Reflecting the importance of a curriculum that supports high standards, we will develop and consult on an improved version of Progress 8 and Attainment 8 that balances a strong academic core with breadth and student choice.  It is essential that all students retain this academic core, but we believe the current structure has hampered progress in subjects which strengthen our economy and society, for example the arts, and therefore should make changes which recognise the value of these subjects and the importance of a broad pre-16 curriculum.  The government will consult in due course. We will publish our response in the summer term 2026 so that schools can take the revised measure into account when determining subject choices for pupils who will start their GCSEs in September 2027. Progress 8 and Attainment 8 will continue to be based on a calculation of pupils’ performance across eight qualifications. The following diagram and explanatory text below show our proposed model, including the qualifications that would be eligible to fill each of the eight slots. We will consult formally on this model. Figure 1: Progress 8 and Attainment 8 proposed model  Slot 1 – English This slot will continue to follow the same rules as the current Progress 8 and Attainment 8 English slot. That means it will be based on the higher point score of a pupil’s GCSE English language or GCSE English literature (or relevant AS level). It will be double-weighted provided a pupil has taken both qualifications.  The lower grade of English language or English literature can count in slots 7 or 8 of the ‘breadth’ slots. The vast majority of pupils take both GCSE English literature and English language (in 2025, 94% of pupils in state-funded schools entered GCSEs in both English language and English literature). Therefore, one of the English GCSEs will likely fill a breadth slot for most pupils  nglis  at s  cience  readt        84 If only one of GCSE English literature or English language is taken, this qualification will count in the English slot but will not be double-weighted. Slot 2 – Maths This slot will continue to follow the same rules as the current Progress 8 and Attainment 8 maths slot. That means it will contain the point score of a pupils’ GC   mat s (or relevant AS level). It will be double-weighted.  Slots 3 and 4 – Science These two slots are new. They will take the two highest point scores from GCSE (or relevant AS level) science qualifications. This includes combined science GCSE (double award), the single science GCSEs (biology, chemistry, and physics), and computer science or computing.  The points for combined science are averaged, which means that, for example, a combined science grade of a grade 6 and a grade 5 would be averaged to two 5.5 points to fill either one or two of the science slots as appropriate (computer science could fill one of the slots if it was the higher grade). This averaging of points only applies to combined science as it is equivalent to two GCSEs – averaging is not applied to single sciences or computer science.  Slots 5 and 6 – Breadth These two slots must be filled by GCSE (or relevant AS level) qualifications from two of the three categories below (the two slots cannot be filled by subjects from the same category). These slots will take the two highest point scores from qualifications that satisfy this requirement.  • Category A – Humanities – geography, history, religious studies • Category B – Creative – art and design, music, drama, dance, design and technology • Category C – Languages – modern foreign languages and ancient languages We are interested in views and will consult on an additional category for science subjects. It would include GCSE (or relevant AS level) qualifications in biology, chemistry, physics, combined science and computer science. We also propose that design and technology could move from the creative category to the science category. The inclusion of a science category would not affect the rules relating to Slots 3 and 4 – the dedicated science slots.  We recognise that a fourth category would allow more pupil choice and specialisation in science but are also mindful that it may weaken the incentives to study a broad 5 curriculum and subjects from the other three categories. We know that most pupils in state-funded schools studying three separate sciences already study more than eight GCSEs. We are interested in views on the impact of these breadth slots on pupil subject choices for both GCSEs and technical qualifications.  We have provided worked examples below. including one that shows the impact of a fourth science category on different subject combinations.  Slots 7 and 8 – Breadth These two slots will take the two highest point scores in any two other subjects,  including English language or literature (if not counted in the English slot), other GCSE qualifications (including those eligible for Slots 3, 4, 5 and 6), or any technical awards from the Department for Education (DfE) approved list. For more information, refer to the list of qualifications included in the key stage 4 performance measures.  If a pupil has not taken the necessary qualification to fill each slot, then they will receive a point score of zero where a slot is empty.  Discounting rules will remain the same so that where a pupil has taken two or more qualifications with a significant overlap in content, performance measures only give credit once for teaching a single course of study. For more information, refer to the Key Stage 4 discounting and early entry guidance.    6 Worked examples Worked examples of the subjects that could count under each slot in the new proposed Progress 8 and Attainment 8 model The number of qualifications each pupil should enter remains a professional judgement for schools led by what best meets the needs of an individual. Where more than eight subjects approved to count in performance tables are taken, the Progress 8 and Attainment 8 score for t e pupil will be determined by assigning points to t e pupils’ highest grades in each slot.  Table 1: Pupil A enjoys humanities and modern foreign languages English  Slot 1 Maths Slot 2 Science  Slot 3 Science Slot 4 Breadth Slot 5 Breadth Slot 6 Breadth Slot 7 Breadth Slot 8 English literature Maths Combined science Combined science French History Computer science English language  Table 2: Pupil B enjoys creative subjects English  Slot 1 Maths Slot 2 Science  Slot 3 Science Slot 4 Breadth Slot 5 Breadth Slot 6 Breadth Slot 7 Breadth Slot 8 English literature Maths Combined science Combined science Religious studies Music Performing arts Technical Award English language  Table 3: Pupil C enjoys science subjects English  Slot 1 Maths Slot 2 Science  Slot 3 Science Slot 4 Breadth Slot 5 Breadth Slot 6 Breadth Slot 7 Breadth Slot 8 English language Maths Biology Chemistry Geography Art and design Physics English literature  Table 4: Pupil D enjoys physical activity English  Slot 1 Maths Slot 2 Science  Slot 3 Science Slot 4 Breadth Slot 5 Breadth Slot 6 Breadth Slot 7 Breadth Slot 8 English language Maths Combined science Combined science Spanish Drama Physical education English literature   7 Set out below is a worked example of the subjects that would count under each slot in the new proposed Progress 8 and Attainment 8 model, but only if category D (science) is included for Breadth Slots 5 and 6. Table 5: Pupil E enjoys science, technology, engineering and mathematics (STEM) English  Slot 1 Maths Slot 2 Science  Slot 3 Science Slot 4 Breadth Slot 5 Breadth Slot 6 Breadth Slot 7 Breadth Slot 8 English language Maths Physics Biology Chemistry Spanish Computer science English literature   8 Qualifications included in improved Progress 8 and Attainment 81 Table 6: Qualifications included in improved Progress 8 and Attainment 8 Slot 1 English GCSE and equivalent AS levels: English language, English literature2. Slot 2 Maths GCSE and equivalent AS level maths3. Slot 3  and  Slot 4 Science GCSE: combined science. GCSE and equivalent AS levels: biology, chemistry, physics, computer science. Slot 5  and  Slot 6  Breadth Category A (Humanities): GCSE and equivalent AS levels: history, geography, religious studies, ancient history. Category B (Creative): GCSE and equivalent AS levels:  art and design (all variants), music, dance, drama, drama and theatre, design and technology4. Category C (Languages): GCSE and equivalent AS levels: French, Spanish, German, Italian, Chinese (spoken Mandarin and spoken Cantonese), Panjabi, Japanese,  Urdu, Bengali, Arabic, Modern Hebrew, Modern Greek, Russian, Gujarati, Persian, Turkish, Biblical Hebrew,  Polish, Portuguese, Latin, Classical Greek. [Category D (Science) GCSE combined science. GCSE and equivalent AS levels: biology, chemistry, physics, computer science5].    1 Many (although not all) GCSEs have an equivalent AS level which could be taken. AS levels can count in the appropriate slot of Progress 8 for their subject (e.g. maths AS levels count in the maths slot, or a French AS level in the breadth slot). If a GCSE in the same subject has been taken the AS level will count in Progress 8 and the GCSE will not count. Please see the full list of qualifications included in Key Stage 4 performance measures for more information.  2 AS level English language and literature is also included, this does not have an equivalent GCSE. 3 AS level further maths is also included, this does not have an equivalent GCSE. 4 If we have category D for Science, it is proposed design technology will count in category D.  5 We will seek views on the need for a fourth category of science subjects, including computer science. 9 Slot 7  and  Slot 8   Breadth GCSE and equivalent AS levels: physical education, sociology, economics, business, psychology, geology, engineering, film studies, statistics, media studies, electronics, classical civilisation. AS level6: law, music technology, politics. GCSE: citizenship studies, food preparation and nutrition, astronomy7.  Level 3 free standing maths qualifications (FSMQ): additional mathematics. Vocational8: performing arts (all variants), including: performing arts, performing arts with dance, performing arts with production. Music practice, music technology, creative design and production, graphic design, art and design practice, finance, enterprise, enterprise and marketing, business and enterprise, retail business, digital information technology, information technology (IT), information communication technology (ICT), study of hair and beauty, hair and beauty studies, interactive media, creative media production, creative iMedia, health and fitness, sport, sports studies (all variants), sports science, sport and coaching principles, hospitality and catering, food and cookery, travel and tourism, health and social care (all variants), child development and care in the early years, child development (all variants), animal care, land based studies, constructing and maintaining the built environment, construction and the built environment (all variants), engineering manufacture, engineering, engineering design, engineering programmable systems. Any graded music: music performance, practical music, theory of music, popular music theory, rock and pop. GCSE and equivalent AS levels: English language, English literature All subjects approved to count in Slots 3, 4, 5 and 6 also count in Slots 7 and 8.  6 Law, music technology and politics are available as AS levels and do not have an equivalent GCSE.  7 Citizenship, food preparation and nutrition, and astronomy are available as GCSEs and do not have an equivalent AS level.  8 There are 46 technical awards currently approved to count towards Key Stage 4 performance measures across these subject areas. There are variations of performing arts Technical Awards with the same qualification number which have been counted as one qualification in the total.  10   © Crown copyright 2025 This publication is licensed under the terms of the Open Government Licence v3.0, except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3.   Where we have identified any third-party copyright information, you will need to obtain permission from the copyright holders concerned.  About this publication:  enquiries  https://www.gov.uk/contact-dfe   download  www.gov.uk/government/publications  Follow us on X: @educationgovuk Connect with us on Facebook: facebook.com/educationgovuk   

Government response to the Curriculum and Assessment Review : November 2025

GuidancePrinciples for carrying outearly years inspection andregulatory work withoutnoticeGuidance for inspectors on how to decidewhen to inspect or visit without notice.From:OfstedPublished7 November 2025Applies to England Related contentCollectionOfsted inspections of earlyyears and childcareprovidersGet emails about this page  MenuHome Parenting, childcare and children's services Childcare and early years Providing childcarePerformance and inspection of childcare providersContentsAssessing risks—Print this pageWe must apply a consistent approach to carrying outinspections and regulatory visits, particularly whendeciding whether to give a setting notice of theinspection/regulatory visit.This document provides guidance for inspectors whenthey are considering whether an inspection or aregulatory visit should be carried out without notice. Thisdecision should only be made where we believe it is theright thing to do for children to keep them safe.Suspension monitoring visits will always be carried outwithout notice.Assessing risksThe safety and well-being of children must be central tothe decisions we take. We should always considerwhether we are creating risk to children by announcingthe inspection/visit, for example if there is informationthat suggests the possibility of a closed safeguardingculture.Potential risk to children must take priority over thebenefits of announcing the inspection/visit, such asbeing able to build rapport with the provider andunderstanding the context they are working in before thevisit.Inspectors should consider the information we knowabout the provider and reflect on whether ourobservations and gathered evidence may differ if weWhat to consider—Recording the decision to inspect/visit without notice—choose to visit without notice.When preparing to reinspect a setting, inspectors mustrisk assess the information in the usual way. They mustconsider the guiding principles set out in this document.They may then decide to re-inspect the settingunannounced.The type and nature of the concerns we receive, and riskassess, vary. We consider each case individually whendeciding whether it is proportionate to inspect/visitwithout notice. Inspectors should check and evaluate thefull history of a registered person and their associatedpeople and settings.What to considerWhen deciding whether to inspect/visit without notice, weshould consider whether:we believe the level of risk to children is likely toincrease by announcing the inspection/visitwe believe leaders are acting with integrity based onthe current concerns received, together with theinformation and history we know about the setting; forexample, we may be concerned that if the setting hadnotice of the inspection/visit, some children (such asthose who are disadvantaged and/or those withspecial educational needs and/or disabilities (SEND))may be moved around or taken off sitethere are patterns of concerns about similar issues orthere has been a serious incident, and we haveconcerns about the setting’s ability to identify andaddress these, which heightens the potential risk tochildren (see section below for more on concerns)In addition to the above, inspectors need to considerwhat additional evidence they feel they can gather bychoosing to inspect/visit without notice.ConcernsThe type and nature of concerns that we receive vary,although there are some common themes. Theseinclude:lack of knowledge around child protection procedures,which places children at risk if staff fail to identify andmanage situations in which children may be at risk ofharmmanagement of children’s behaviourappropriateness of children’s sleeping arrangementshigh turnover of staff and/or ineffective key personarrangementsfailure to provide appropriate food to children and/ormeeting individual children’s dietary requirementsstaff-to-child ratiossafety and suitability of premisesconcerns about suitability of staff/householdmembers/assistantsGiving notice of an inspection/visit gives a provider ashort timescale to make some changes, for example toroutines, staffing arrangements, meals and activities.However, it is unlikely that concerns, for example aroundthe curriculum and teaching or staff’s understanding ofchild protection procedures, could be addressed in thatshort window.Recording the decision to inspect/visitwithout noticeIt is important to remember that inspections/visits withoutnotice are likely to cause anxiety for leaders, staff andchildren. Inspectors need to consider how they canmitigate this as part of their planning.Inspectors will need to present their rationale forinspecting/visiting without notice to their early yearssenior officer for agreement. They must record thisclearly and succinctly in the appropriate box in the event-planning form in Cygnum.Once the decision is made, inspectors must follow thespecific guidance on inspecting without notice in theearly years operating guide for inspectors. For moreinformation about regulatory work please see our earlyyears and childcare enforcement policy.Published 7 November 2025Get emails about this pagePrint this pageExplore the topicPerformance and inspection of childcare providersIs this page useful?YesNoServices and informationBenefitsBirths, death, marriages and careBusiness and self-employedChildcare and parentingCitizenship and living in the UKCrime, justice and the lawDisabled peopleDriving and transportEducation and learningEmploying peopleEnvironment and countrysideHousing and local servicesMoney and taxPassports, travel and living abroadVisas and immigrationWorking, jobs and pensionsGovernmentactivityDepartmentsNewsGuidance and regulationResearch and statisticsPolicy papers andconsultationsTransparencyHow government worksGet involvedReport a problem with this pageHelp  Privacy  Cookies  Accessibility statement  Contact  Terms and conditionsRhestr o Wasanaethau Cymraeg  Government Digital ServiceAll content is available under the Open Government Licence v3.0, except whereotherwise stated© Crown copyright

Principles for carrying out early years inspection and regulatory work without notice : Published 7 November 2025

Lee, Annabelle

Ryan, Griff

The scale of UK higher education transnational education 2023–24 : Trend analysis and regional highlights : 10th anniversary edition

Reason for international migration, international students update: May 2025

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